Jack and the Beanstalk Estimation
Grades 3-4

Students will use estimation and pencil-paper calculations to help Jack and
his mother solve a variety of life problems. The students will solve problems
using various math operations, i.e., addition, subtraction, and measurement.

MATHICA'S WORKSHOP #1 Help Wanted

To get a copy of the video, please contact:

TV Ontario
(919) 380-0747

Students will be able to:

Apply math concepts and skills to solve problems in daily living.

Develop and apply problem-solving approaches.

Formulate problems and apply strategies to solve everyday situations.

Apply estimation strategies in working with quantities, measurement,
computation, and problem solving.

Employ a variety of mental computation and estimation techniques.

Background:
Students need to know how to add and subtract with 2-3 digit numbers. They
also need to know how to borrow and carry numbers.

Vocabulary:

Estimate: to find an answer that is close to the exact answer.

Germinate: to start developing; to sprout, as from a seed.

Story of Jack and the Beanstalk

Jelly beans

Jar

Task cards*

Supplies for Task Centers, as follow:

For Task #1:

Bean seeds

Baby food jars

Cotton balls

Observation sheet*

For Task #2:

2" x 3" cards (teacher prepares)

Pencils

Paper

Jelly beans

For Task #3:

Gallon-sized ziplock bags

Jelly beans

Other small objects for counting (edible & non-edible)

Calculator

Pencils

Paper

For Task #4:

Pencils

Paper

Newspaper ads

Ice cream bucket

Jelly beans

For Task #5:

Pencils

Paper

Ruler

Crayons or markers

* at end of lesson

Read the fairy tale of Jack and the Beanstalk to the students. Have a jar filled
with jelly beans. Tell the students that the jelly beans are Jack's magic beans.
Hand out slips of paper, and ask the students to predict how many magic
beans are in the jar.

It is important to establish a purpose for watching the video. The students
will view three short segments of this video.

Segment #1: Instruct students to watch the first segment closely to determine what kind of shop Mathica is at.

Segment #2: Tell students to define what the word "estimation" means.

Segment #3: Instruct students to watch closely, as it shows ways to group
items in order to make educated guesses of or estimate how much.

Segment #1:START the video at the beginning. The first part of the video
gives background knowledge about the program Mathica's Workshop.PAUSE after Mathica says, "What do you think the workshop is used for?"
At this point, elicit a group discussion and jot student predictions on the
chalkboard.

Segment #2: After the student discussion, FAST FORWARD the video to
the frame where Mathica is looking at the bottle of Jack's beans. She says,
"Wait a minute, Jack's magic beans."

PLAY the video. This segment talks about
estimation. PAUSE when a big voice booms, "estimation," and the word
"estimation" appears on the screen. Write the word
"estimation" on the board, and ask students what it means. Afterward have
students study the bottle of beans in the video and guess how many beans are
in the bottle. Ask students to share methods they used to guess how many
beans were in the bottle.

Count the jelly beans in the classroom jar. The
students with the closest guess wins the estimation jar. They are to return the
jar filled with a different item, and the estimation guessing continues. This
activity can be repeated throughout the year.

Segment #3:PLAY the video. This segment shows magical ways to organize
items for counting. PAUSE after Mathica says, "Who are you?" Tell the
students they are going to learn how important estimation can be.

Task Centers:
Place students in cooperative groups, four students/group. Each group will
rotate through five learning centers, spending 15-20 minutes at each site. The
teacher will ring a bell when each session ends. Each station in the center
includes a task card with instructions* and a packet of supplies. Students are
to follow instructions on the task cards to complete the activities.
Centers include:

Estimate a bean's growth. Students plant and observe the growth of beans.

Estimation story problems. Students write, estimate answers to, and solve story problems.

Counting estimation--How many beans? Students practice estimating and counting various items.

Subtraction estimation--How many groceries for a hen? Students use subtraction in a real-life situation.

How far to Giantsville? Students construct maps and use estimation and calculation while measuring distance on a map.

To bring closure to the lesson, ask students why estimation is important.
Have students tell ways they use estimation in their daily life.

Language Arts:
Use writing extensions to the story of Jack and the Beanstalk; for example, a
different ending, or telling from another character's perspective (the giant's,
etc.).

P.E.:
Have students participate in various physical activities, such as running,
jumping, skipping, etc. Ask students to estimate the distance they travelled.
Then measure the distance. Students are to compare estimations with
calculations.